111 courses with the subject PSYG, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
PSYG 500Theories of Counseling and Psychotherapy for a Diverse World3
This course will introduce students to a variety of models. Each model will be discussed from a multicultural perspective, focusing on the model's strengths and shortcomings when working with culturally diverse clients. This semester's theories will include psychoanalysis, existential, humanistic, behavioral, cognitive, reality therapy, gestalt, and family systems. The assumptions, goals, and techniques of each model will be highlighted and contrasted. Students will become familiar with each theory's concepts, terminology, strengths, and weaknesses and will begin to apply theories to hypothetical case studies.
credits This course explores the emotional, cognitive, somatic, and behavioral symptoms of mental disturbance. Students will become acquainted with the subjective experience of various symptoms and symptom clusters, patterns of family and community responses to afflicted individuals, and research and evolving theories pertaining to the etiology of symptoms. Students will also be introduced to the use of the DSM- 5 as a format for the classification of disorders and the choice of appropriate treatment. Students will Page 174
PSYG 506Techniques of Counseling and Psychotherapy I3
credits This course fosters the development of basic counseling and psychotherapy skills through a combination of didactic instruction and role-plays (including required videotaping and live in-class role-plays). Focus is on establishing a therapeutic rapport, formulating appropriate directions for therapy, and conceptualizing strategies for intervention. Specific skills include listening, suicide intervention, assessment (Mental Status Examination), formulation of questions, and empathic responses. Additional focus is on the saliency of neuroscience, multicultural competence and social justice advocacy within these basic skills. Prerequisites: PSYG 500 and 503
PSYG 508Techniques of Counseling and Psychotherapy II3
credits Focuses on advanced contemporary psychodynamic methods of using the therapeutic relationship for long-term change. Emphasis is placed on the unconscious, the therapeutic alliance, transference and counter-transference, defenses and resistance, treating personality disorders, and case conceptualization. This course incorporates experiential training which includes videotaping or live observation of role-plays. Prerequisites: PSYG 500, 503 and 506.
This course provides an overview of many frequently used research designs in psychology. Through a study of research methodology, students learn how to select an appropriate research design and how to employ valid procedures in collecting data. The course will foster analytical and critical thinking skills through a combination of theory and practical experience, prepare students to read relevant research in their field and to write a research proposal, and provide background for future work in the area of research. This course covers research methods in counseling in order to prepare students for the National Counselors Exam (NCE). An overview of general research issues will be provided along with an examination of specific research skills and strategies. Research with diverse and underserved populations, along with both ethical and social justice considerations, will be addressed throughout the course. In addition, this course will provide the groundwork for students to be active and thoughtful consumers of research in their own clinical practice. This course emphasizes practical aspects of conducting research as well as collaborative learning through applied in-class assignments.
PSYG 512Legal and Ethical Issues in Counseling and Psychotherapy3
The course familiarizes students with the history and development of professional ethics and standards and their legal implications in the areas of counseling and psychotherapy. Students will be required to become familiar with the Codes of Ethical Conduct of the American Counseling Association, the American Association of Marriage and Family Therapy and the American Psychological Association. Topics covered include: privileged communication, confidentiality, rights of client and agency, civil commitment, licensure, and relevant Pennsylvania laws and statutes. Prerequisites: PSYG 500 and 503.
Presents a theoretical and experiential understanding of group therapy techniques and processes. Students observe group process, practice interventions, and critique their own development as group therapists. Active involvement in didactic, practice groups is required. Prerequisite: PSYG 506
PSYG 532The Role of Culture & Gender in Counseling and Psychotherapy3
This course examines how ethnicity, gender, sexual orientation, and other cultural factors influence psychological experience, expectations for therapy and the therapeutic relationship. Emphasis will be on developing a fuller appreciation for the complexities of cultural factors both in students’ own lives and those of persons from different backgrounds.
This course introduces the student to the theory and practice in psychological assessment. Students will learn the history and theoretical foundation of psychological assessment. Students will also acquire an understanding of basic statistical concepts in relation to psychological testing and explore various instruments. The course will increase the students’ awareness of ethical /legal assessment issues with culturally diverse populations. Prerequisite: PSYG 503 This course is not intended to prepare the student for proficiency or qualification in the independent administration, scoring and interpretation of psychological tests at the doctoral level.
credits This course surveys various theories of the etiology, clinical perspectives, and integrated treatment approaches for eating disorders. Developmental, biopsychosocial, and cultural considerations will be discussed.
credits Introduces the student to the theory and practice of therapeutic interventions for bereavement and grieving. Developmental issues will be discussed as they relate to the bereavement process.
PSYG 561Independent Research in Clinical and Counseling Psychology I3
This course is for students who wish to advance their research experience under the supervision of a mentor. Any research must meet criteria for exemption by the IRB (See IRB Guidelines). All students will make a presentation of their project at the end of the semester. The course will promote an integrative understanding of the subject by a) exposing students to relevant literature, and b) may promote opportunities for them to interact with key stakeholders. Students have two options: 1) Students will complete a comprehensive Literature Review and 2) Students will complete a full proposal. Only those who choose option 2 and successfully complete these requirements (A- or higher) will be eligible to continue to Independent Study II. (Pre-requisite: PSYG 510 with a grade of A or A-).
PSYG 562Independent Research in Clinical and Counseling Psychology II3
This course is a continuation of Independent Study I . Students may conduct the research, and report on the results and write an article that would be suitable for submission to a peer-reviewed journal in professional psychology (Pre-requisite: Independent Study I with a complete full proposal).
This course provides an introduction to the major theories and techniques of play therapy as it is used to address a wide variety of clinical problems, in both individual and family settings. Classes include: lecture, class discussion, exploration of materials, practice of techniques, and viewing of videotape presentations by current leaders in the field. Prerequisites: PSYG 500, PSYG 514.
PSYG 604A Systemic Approach to the Problems of Adolescents3
credits Reviews normal adolescent development and the psychological and psychosocial problems commonly experienced during this phase of life. Problems to be discussed will include: delinquency, drug abuse, violence, eating disorders, depression, and suicide. Though a variety of approaches will be considered, the family systems model will be emphasized. Prerequisites: PSYG 514, PSYG 608.
Introduces the student to the field of family therapy and systems thinking. Material covered will span the entire history of family therapy, from the early movement in Palo Alto and Philadelphia, to Bowen, Satir, the Milan Team, strategic, and narrative models. Although this course is primarily oriented to studying theory, some basic practice issues are discussed. Video used.
credits Introduces the skills necessary to begin clinical work with a family or couple. All aspects of treatment will be explored and practiced by the students. Videotapes will be produced by the student.
credits Introduction to a theoretical understanding of the physiological and developmental stages of human sexuality. Taking a thorough sex history and addressing some sexual dysfunctions will be included. Working with couples in conjoint therapy will also be emphasized.
PSYG 622Introduction to the Assessment & Treatment of Psychological Trauma3
This course covers: the history of the study of trauma; current knowledge regarding the physiological, biochemical, neurological, psychological and interpersonal sequelae of trauma; trauma and memory; incidence and prevalence of trauma in various populations; protective factors; and specialized treatment techniques.
PSYG 624Treatment of Complex Chronic Trauma Responses3
credits This course develops skills in assessing and treating complex trauma responses arising from repeated and/or long-term toxic experience. Course content includes: the effects of chronic trauma on development; diagnostic dilemmas; establishing safety in and out of the therapeutic relationship; responding to self-injurious attempts at self-soothing; working with dissociative states; pacing the processing of traumatic material; challenges to the therapeutic relationship; and therapist self-care and self-awareness. Prerequisite: PSYG 622.
PSYG 628Working Effectively in Trauma-Intensive Communities3
credits This course focuses on the assessment, intervention, consulting, and collaboration skills needed to work effectively both in environments that tend to engender trauma responses (e.g., drug or gang-infested neighborhoods, war zones, prisons) and in environments in which a large portion of the population is suffering from trauma responses (e.g., shelters, prisons, refugee camps, the foster care system, residential treatment settings). Prerequisite: PSYG 622.
Surveys theories and research in the field of addiction. Covers substance abuse as well as models of addiction applied to eating disorders, gambling, and sexual promiscuity.
Covers the topic of understanding and treating the family affected by the presence of addicted members. Research and treatment options will be discussed. Prerequisite: PSYG 608.
credits This course is designed to introduce students to and build competencies for clinical work and counseling with members of the Lesbian, Gay, Bisexual, Transgender, and Queer communities. It includes discussion and immersive exercises to better understand these communities and opportunities for developing specific skills to assist in working with these communities.
PSYG 652Introduction to Autism Spectrum Disorders3
credits This course is designed to provide students with a basic understanding of the current research into the etiology and range of manifestations of autism spectrum disorders. This course will also provide students with knowledge about effective methods of assessment and intervention for autism spectrum disorders.
PSYG 654Treatment Approaches to Autism Spectrum Disorders3
This course focuses on various, evidence-based treatment approaches to Autism Spectrum Disorders. Applied Behavior Analysis is taught, as well as cognitive therapies, coaching and relationship-based approaches. The class includes practice sessions and other experiential ways of learning. Prerequisite: PSYG 652
PSYG 656Adults with Autism Spectrum Disorders: Psychosocial, Legal & Medical Issues3
credits This course explores these various aspects of adult life for the autistic person. It includes concepts of self-advocacy, housing, higher education, employment and the role of government agencies like the Office of Vocational Rehabilitation.
PSYG 657Working with Ethnically Diverse Couples and Families3
Students will explore current theories, models, and techniques relevant to working with the following ethnic minority couples and families: African Americans, Latinx, Asian/Pacific Americans, and First Nations People. In addition, pertinent cultural values, guidelines, and strategies will be explored. Role- plays and videotapes will be produced by the students to facilitate the attainment of specific skills. Page 179
PSYG 658Treating Families with an Autistic Member over the Lifespan3
This course examines marriages, siblings, extended families and adult relationships for people on the autism spectrum over their lifespan. Family therapy with these clients and their families will be observed and discussed. Specific family therapy approaches and techniques will be examined, learned and practiced.
PSYG 660Functional Behavior Assessment and Crisis Intervention3
This course is designed for students to learn basic concepts and techniques in functional behavior assessment (FBA) and crisis intervention, with a particular emphasis on working with individuals with autism spectrum disorders and other serious emotional and behavioral disorders. By the end of this course, students will demonstrate competence in conducting FBAs, developing positive behavior support plans based on FBA data, measuring behavioral progress, data collection and analysis, identifying potential crisis situations that may occur, and proactively developing crisis intervention plans. This course is required for students in the autism spectrum disorders concentration within the Master’s program in clinical and counseling psychology (Prerequisite: PSYG 652).
PSYG 662Assessment and Treatment of Children and Adolescents3
This course introduces students to the skills necessary in the assessment and treatment of children and adolescents. Students will develop an awareness of the unique challenges that are involved in working with children and adolescents, and review relevant interview strategies and treatment techniques.
PSYG 672Assessment and Treatment of Co-Occurring Disorders3
credits This course provides students with an understanding of co-occurring mental illness and substance abuse disorders and their impact on the individual, family, and community. It includes an integrated approach to address the issues accompanying the disorder. Students will have the opportunity to practice these skills, and receive feedback from the instructor, and their peers (Prerequisite: PSYG 630).
PSYG 675Advanced Techniques in Trauma Intervention3
credits This course focuses on the review and practice of skills in advanced techniques of trauma work with individuals and groups, including intervention in large scale traumatic events that have broad impact.
credits This course provides an overview of theories and concepts related to the practice of counseling and psychotherapy with older adults. Students will be introduced to relevant theories of aging and models of treatment. In addition, students will explore society’s views on aging as they relate to countertransference issues in work with elders. Students will gain understanding of specific cultural and gender issues related to aging and how to approach diversity issues in older adults from a social justice perspective. Students will be informed about neurological and physical changes associated with aging and their impact on treatment. Finally, through exercises and in-person interviews, students will gain the ability to develop rapport with older adults and focus on issues of importance to this population. Page 180
credits The purpose of this course is helping students become better equipped in understanding the factors that influence the psychological experiences of Latino families in the U.S. Students will be introduced to the skills necessary to provide clinical work to Latino families and couples. To this end, a number of relevant topics will be examined, including immigration, acculturation, ethnic identity, stereotypes and discrimination. The readings encompass many Latino ethnic groups, but they are not representative of all Latino families residing in the U.S. Students will explore and practice all aspects of treatment. Students will produce videotapes.
This course is an overview of the application of mindfulness practice to psychology and counseling. The course begins with the history of spiritual and wisdom-based traditions of meditation and contemplative practice. Research on the relationship of mindfulness to well-being and brain functioning is reviewed. The application of mindfulness to current treatment approaches in counseling, including specific challenges such as depression, anxiety, co-occurring disorders and trauma, is presented. Given the importance of a subjective understanding of the foundations of mindfulness, experiential practice in mindfulness techniques is a core aspect of the course.
Scholarly writing at the doctoral level requires competence along several domains: grammar, organization, research skills, citation, and cohesive and logical presentation. This course is optional for Psy.D. students but mandated if the faculty determines a student needs writing and research skills in order to successfully progress through the program. Further, the faculty may determine the course is repeated until the student develops competence.
Familiarizes the student with the major theoretical schools of psychotherapy, including: Psychoanalytic, Existential, Humanistic, Cognitive Behavioral, and Gestalt. Students will learn to distinguish among different approaches and acquire a working knowledge of the terminology and concepts identified with each approach. In addition, students will demonstrate understanding of case conceptualizations and ethically and multiculturally appropriate application of theories with diverse populations, contexts and issues.
Psychopathology (3) Adolescents (3) PSYG 717 Group Therapy (3) PSYG 704 Development PSYG 711 Techniques of PSYG 745 Clinical Experience Across the Lifespan (3) Psychotherapy (3) I – Field Placement PSYG 708 Intro to PSYG 712 Research Design and Preparation (3) Couple & Family Methodology (3) Therapy (3) PSYG 713 Legal and Ethical Year I: Issues (3) Page 201
PSYG 704Development Across the Lifespan: Individual and Family3
Designed to provide an overview of human development across the lifespan. We will examine key features of each of the developmental periods from conception until death. For each stage, we will review the research evidence of that addresses two questions: a) what are our physical and cognitive capabilities at that stage of life and b) what are the social and emotional tasks we need to accomplish at each stage for successful development to take place? We will examine several influential developmental theories that help us organize our thinking about human development, and will evaluate how well these theories explain the data about which we have been learning. We will place special emphasis on how this knowledge helps us identify potential problems that individuals and systems might experience and how these theories and evidence might guide interventions.
credits This course requires at least 100 hours of on-site experience. It will provide the opportunity for students to develop proficiency in diagnosing various mental disorders on the basis of a comprehensive diagnostic interview. Students will also be trained in developing treatment plans and strategies appropriate to particular diagnoses. Opportunities will also be provided for students to gain exposure in different therapeutic environments in which they will observe and assist in various therapeutic modalities. Students are also required to attend a weekly group supervision seminar. Prerequisites: PSYG 500, 503, 506 and 512.
PSYG 708Introduction to Couple and Family Therapy3
This course will introduce students to the field of couple and family therapy and systems thinking. The major models of family therapy will be reviewed, including Psychodynamic, Experiential, Structural, Strategic, and Narrative. The course emphasizes theory and the relationship between theory and technique. Videotapes will illustrate models and principles.
PSYG 709Individual and Systemic Approaches to the Treatment of Children & Adolescents3
credits This course provides an introduction to the psychological treatment of youth. The fundamental ideas of child and adolescent therapy will be reviewed, including developmental considerations, developing therapeutic rapport with youth and their families, and theoretical and empirical approaches to treatment based on commonly presenting concerns. The course includes didactic and experiential learning to promote conceptual and practical knowledge to therapeutically address youth’s social, emotional, behavioral, systemic, and psychological needs.
credits This is the first course of field experience for students in the Couple and Family Psychology Concentration. It is analogous to the practicum for other concentrations. Students learn the rudiments of working with a real client population, paperwork requirements, diagnosis and treatment planning. Students must attend a weekly group seminar at the college which covers case presentations, trouble- shooting at the site, supervision of cases and other site-related issues. Students should be sure to attain at least one-third of their site and contact hours during this time. PSYG 715, 725, 735 - Internship 3 credits (each term) This is a field placement designed to provide students with supervised experience conducting counseling and psychotherapy. There are four options for completion of internship based upon a student’s needs and goals. Students who want to obtain LPC licensure have two choices. These students can complete the minimum 600 hours of internship in either two or three consecutive terms. Students who want to obtain MFT licensure need to complete the minimum 300 hours of direct client contact over a period of a full calendar year, which would be three consecutive terms of internship which includes PSYG 710. Students are required to attend a weekly group supervision seminar on Page 181
This course fosters the development of basic psychotherapy skills through a combination of didactic instruction and role-plays (including required videotaped role-plays). Focus is on establishing a therapeutic rapport, formulating appropriate directions for therapy, and conceptualizing strategies for intervention. Specific skills include listening, suicide intervention, assessment, formulation of questions, and empathic responses. Prerequisites: PSYG 702 and 703
An overview of many frequently used research designs in psychology. Through a study of research methodology, students learn how to select an appropriate research design and how to employ valid procedures in collecting data. The course will foster analytical and critical thinking skills through a combination of theory and practical experience, prepare students to read relevant research in their field and to write a research proposal, and provide background for future work in the area of research.
PSYG 713Legal and Ethical Issues in Psychotherapy3
The course familiarizes students with the history and development of professional ethics and standards and their legal implications in psychotherapy. Students will be required to become familiar with the APA Ethical Principles of Psychologists and Code of Conduct. Topics covered include privileged Page 226
PSYG 716The Role of Culture & Gender in Counseling and Psychotherapy3
This course examines how ethnicity, gender, sexual orientation, and other cultural factors influence psychological experience, expectations for therapy and the therapeutic relationship. Emphasis will be on developing a fuller appreciation for the complexities of cultural factors, both in students’ own lives and those of persons from different backgrounds.
This course presents a theoretical and experiential understanding of group therapy techniques and processes. Students observe group process, practice interventions, and critique their own development as group therapists. Active involvement in didactic, practice groups is required.
PSYG 735Internship III (optional except for MFT students)
Students in the MFT concentration take 710, 725, and 735 and do not take 705. All other students must take 705 first and then 715 and 725. Students may also opt to take 735 if needed.
credits Under extenuating circumstances, MFT students may apply for an additional semester of Internship in order to complete the required number of hours. The request must be made to the Director of Master’s Field Placement and approved by the Co-Directors of the Master’s Program prior to registration. Page 182
PSYG 745Clinical Experience I – Field Placement Preparation3
This course introduces students to the practice of evidence-based psychodynamic psychotherapy. The fundamental ideas behind psychodynamic theory will be reviewed, including personality development and mechanisms of change. Basic psychodynamic formulation will be accomplished through a relationally focused, experiential method. Supportive and expressive techniques will be presented with respect to the presenting problem of the patient. Intervention use will be practiced in class and through videotaped role-plays. Finally, the therapeutic relationship and its use in therapy will be emphasized, building on students’ existing skills to create an alliance with clients.
The first semester of this 3-semester course requires at least 100 hours of on-site experience. It will provide the opportunity for students to develop proficiency in diagnosing various mental disorders on the basis of a comprehensive diagnostic interview. Students will also be trained in developing treatment plans and strategies appropriate to particular diagnoses. Opportunities will also be provided for students to gain exposure in different therapeutic environments in which they will observe and assist in various therapeutic modalities. Students are also required to attend a weekly group supervision seminar.
Continuation of PSYG 755. This course requires at least 700 hours of on-site experience. It will provide the opportunity for students to develop proficiency in diagnosing various mental disorders on the basis of a comprehensive diagnostic interview. Students will also be trained in developing treatment plans and strategies appropriate to particular diagnoses. Opportunities will also be provided for students to gain exposure in different therapeutic environments in which they will observe and assist in various therapeutic modalities. Students are also required to attend a weekly group supervision seminar.
This course aims to familiarize students with current measures of intelligence and achievement testing and to develop competence in administering, scoring, and interpreting the Wechsler Instruments for children, adolescents, and adults. In particular, the Wechsler Adult Intelligence Scale Fourth Edition (WAIS-IV), the Wechsler Intelligence Test for Children-Fifth Edition (WISC-V), Wechsler Individual Achievement Test-Fourth Edition (WIAT-IV), Beery-Buktenica Test of Visual-Motor Integration-Sixth Edition. Ethical test usage and culturally competent assessment practices will also be discussed.
People tend to think, feel, and behave in typical ways. Personality theories attempt to predict and explain why people are the way they are. This course will help you to know the origins of each of several different personality theories, the history of the theorist and how this influenced their thinking, the key concepts of each theory, how these concepts relate to the development of a person, how culture moderates the experience of personality, and the implication of these concepts for personhood.
Focuses on the assessment of neurodiversity in children and adults, including the assessment of autism, intellectual disability, and attention-deficit/hyperactivity disorder. Formal behavioral, observational, adaptive behavior, and rating scales appropriate for neurodiversity assessment will be examined. Prerequisites: PSYG 800, PSYG 802 and PSYG 805.
Provides an historical overview of the history and systems of psychology from ancient to modern times. Antecedents to the field of psychology as well as psychology’s contributions to understanding psychopathology, psychological intervention, and biological bases of behavior will be discussed. The influence of seminal individuals and schools of psychology on professional psychology will also be reviewed. Moreover, a historical context will be used to discuss diversity and ethics. Finally, this course will emphasize the relationship between historical developments in psychology and the current landscape of the field of psychology in general and professional psychology in particular.
Basic principles of the theory behind psychological measurement (scaling, standardization, reliability, validity, item analysis, test bias) will be reviewed. Page 228
Psychodynamics is a diverse tradition of developmental, personality, and clinical approaches to understanding and treating individuals. This course will present a modern, pragmatic, and evidence- based version of psychodynamic therapy that focuses on patients’ experiences, samples theories as they can be best applied to specific problems, pays note to the interactions that occur between patients and therapists, and incorporates the evolving evidence base for dynamic practice. Techniques appropriate for patients with a higher level of functioning will be emphasized, as well as methods to determine for whom this type of work might be appropriate. We will also introduce three other evidence-based psychodynamic treatments. We will read and discuss several articles relevant to clinical practice or about current controversies in psychodynamic theory and practice. The laboratory component of this course will involve watching clinical material, using psychodynamic interventions, and processing and receiving feedback on these interventions.
One hour per week lab to be taken in conjunction with PSYG 806. The lab is specifically designed to provide the student with the opportunity for clinical application of the material learned in PSYG 806.
This is an examination of Couple and Family Psychology. The course is primarily theoretical, but the lab section of this class (PSYG 808L) will be aimed at specifically addressing the clinical skills necessary to practice systemically-based therapy. As with any complex clinical expertise, students interested in becoming more skilled in family therapy need additional courses and clinical supervision. This class will however assist the student in beginning that road to becoming a family therapist. One will have learned about family therapy, will practice skills through the lab, and will have observed enough examples to be capable of working clinically with families and couples under supervision. However, to be considered a Couple and Family Psychologist, at least four graduate classes in this topic are required by ABPP.
PSYG 808LAdvanced Couple and Family Psychology Lab1
One-hour per week lab to be taken in conjunction with PSYG 808. The lab is specifically designed to provide the student with the opportunity for clinical application of the material learned in PSYG 808. Each student will be required to be both part of a Created Family and serve as the therapist for another family in the class. These sessions will be supervised live, and videotaped. The videotaped session will be analyzed to ensure that students are learning best practices in family therapy.
Focuses on the biological and physiological processes underlying human behavior that are particularly relevant to the professional psychologist. Emphasis will be placed on fundamental aspects of brain development, human neuroanatomy, brain-behavior relationships, and neuropathology. In addition, genetic determinants of behavior, the biological basis of memory and learning, as well as the biological basis of various forms of psychopathology will be reviewed. The biological basis of emotion and the physiological response to stress will also be presented along with cultural influences on cognition.
Emphasizing the emerging role of behavioral interventions in the primary care health system, this course focuses on the competencies needed to provide psychological services in primary care and other medical settings, as members of collaborative interdisciplinary treatment teams. Students will develop Page 229
Designed to help students to understand the principles, issues, and controversies of the field of Evidence Based Practice in Psychology (EBPP). The history of the field, research methodology, statistical variables, therapist and client variables, and clinical practice will be covered. It will be a combination didactic/lecture, seminar, and class participation course. This course is taken in conjunction with PSYG 815L.
One-hour per week lab to be taken in conjunction with PSYG 815. The lab is specifically designed to provide the student with the opportunity for clinical application of the material learned in PSYG 815. Students will engage in role-plays that will provide practice in evidence-based treatments.
This course continues to explore issues of culture and gender in psychology and psychotherapy introduced in PSYG 716 (The Role of Culture and Gender in Counseling and Psychotherapy). Topics addressed include: Theories of social identity, impacts of oppression, multicultural empathy, cross- cultural norms on emotional expression, ethical dimensions of diversity competence, and awareness and management of personal bias. Diversity is examined from a broad perspective consistent with APA Ethical Code. This course is taken in conjunction with PSYG 816L.
One-hour per week lab to be taken in conjunction with PSYG 816. The lab is specifically designed to provide the student with the opportunity for clinical application of the material learned in PSYG 816. Students will be required to complete one intake and one first session with a fictitious client. The goal is to begin to practice techniques that are taught in PSYG 816.
This course takes an applied approach to the use of statistics in conducting empirical research. Fundamentals of research design, statistical analysis and computer software will be taught. Specific areas include: 1) research design; 2) data collection formats; 3) statistical analysis; and 4) statistics software packages. The conceptual, practical and investigative tools gained should enhance ability to act as a decision-maker and to use data to make decisions intelligently. The course focuses upon key concepts and principles of statistical applications related to behavioral science problems and computer simulations of those problems. In addition, students will be introduced to the use of database software, SPSS, for data analysis. Upon completion of this course, you should be able to identify major theories, terminology, principles, and methods in the above areas, and apply them to individual research problems.
This course will focus on developing sophisticated competence in integrating ethical and legal standards in clinical work. Students will build advanced skills in applying ethical standards and resolving ethical dilemmas. The course will also explore the ethical and legal issues relevant to the business of psychology, including practice development, and risk management Students gain advanced knowledge of the professional practice of psychology, paradigms of professional development, the philosophical foundations of the ethical principles for psychologists and how these are distinguished from moral principles, the Pennsylvania licensure law, and specific legal issues and legal precedents germane to practicing psychology in Pennsylvania. Specific topics include confidentiality, informed consent, competence, and respect for others. Students will also be exposed to resolving various problems associated with practice development. Through class discussion/activities, students will be tasked to resolve various problems associated with developing a professional practice, the inter- connectedness of all professional activities, ethical and professional conduct, licensure, record keeping, third-party reimbursements, HIPAA regulations, and telehealth. Another task will be to create a simulated private group practice in assessment and/or psychotherapy. Working on this task will expose further expose students to the problems listed above. Students will also be exposed to marketing and business planning. Students are expected to be able to think about and communicate difficult ethical concepts in the form of class participation, quizzes, exams, and a group project.
Examines cognitive psychological processes, such as learning, attention, memory, perception, information processing, problem-solving, and decision-making in everyday behavior and thought processes. This study of cognitive science research is reviewed to better understand cognitive-affective- behavioral-personality interactions.
This course is designed to help students become knowledgeable about the role of supervision in the training of clinical psychologists. Specifically, the course examines definitions of supervision, the supervisory relationship, models of supervision, the function of evaluation, supervision teaching formats and interventions, current research, legal and ethical issues, and the impact of the following issues on supervision: gender, sexual orientation, ethnicity, social class, and other cultural issues.
This course is designed to help students become knowledgeable about how psychologists engage in consultation and outreach to individuals and organizations, populations and systems. Distinctions among supervision, consultation, and outreach are made. Although similar psychological and research methods and skills are involved, the differences in function, role, and responsibility are discussed. Students will be exposed to models of consultation and outreach, current research, legal and ethical Page 231
Explores the role of psychological assessment in various professional settings, such as forensics, Veterans Affairs, schools, residential treatment, and private practice. Referral question(s) and determination of appropriate assessment measures and report writing formats will be explored in the context of cultural and ethical considerations and implications for each population served. Additionally, the neurocognitive and psychosocial effects of low-incidence medical conditions will be examined.
This course presents students with the study of factors that influence the behavior of individuals and groups in predictable ways. It provides a strong grounding in the traditional and emerging concerns of social psychology, including: Theories of the Social Self, group dynamics, social cognitions, social influence, and social processes. Students will also be presented with ways in which these social psychology factors influence and can serve as resources for their clinical work.
credit This course is the second of a three-course sequence. The overarching aim is to continue developing skills necessary to complete the doctoral dissertation. The role of the doctoral dissertation in the development of professional psychologists as well as the importance of empirical research and scholarship in the field of psychology will be emphasized. Moreover, best practice with respect to conducting culturally competent and ethical research will be discussed throughout this course. This course will culminate with: 1) presenting a poster summarizing your proposed dissertation topic at the Psy.D. Student Poster Session and 2) an annotated bibliography relevant to your dissertation topic. Prerequisite: PSYG 844
Following completion of PSYG 846, students must register for PSYG 918 Dissertation Advising – Continuation (2 credits) each semester until the dissertation is defended. Practicum and Internship (15 credits):
This course is designed to examine family therapy as it applies to a variety of family types and structures. The student is expected to learn the clinical interventions that are useful with these various families. In addition, this class touches on the aspect of our field that consorts with sociology. In other words, the class will help you have a fuller understanding of a variety of families that do not match your own. Of course, our own experience is always present, to some degree, and this class will work to be sure that the character that you play in role will be separate from you in many pivotal ways. You will be learning about divorce, adoption, LGBT families, stepfamilies, cultural diversity, families with medical illness, and addiction. For psychologists and therapists to be able to assist families, it is best if the ways in which these children present individual differences is made clear to the parents. In order to understand and support children with special needs, it is important to recognize that while diagnostic categories (e.g. ADHD, Autistic Spectrum Disorder, learning disabled or bipolar) offer some clarification to parents, the preferred approach is to recognize that these children have a range of biological and emotional strengths and weaknesses. The works and writings of Greenspan and Wieder, and Ross Greene are included in order to assist the student in understanding differences in sensitivity, social skills, temperament, executive skills, language processing and emotional regulation. In working from this perspective, the student learns how to convey the subtlety of a child’s particular needs, rather than simply overwhelming a parent with labels that seem intractable.
PSYG 853Serious Mental Illness: Individual and Family Approaches to Treatment3
In this course, students will increase their knowledge about individuals with serious mental illness (SMI), including defining, assessing, and treating SMI in an ethical and culturally-informed manner. Students will learn how to apply already-developed knowledge of psychotherapy interventions to work with this population and will learn additional individual, family, and community-based approaches to treatment. There will be a specific emphasis in understanding family systems and SMI, as well as family involvement in treatment. This course will emphasize the recovery model in mental healthcare and teach specific evidence-based practices consistent with this model, as well as expose students to services available for support, employment, and housing that are commonly implemented in collaborative interdisciplinary treatment settings.
Examines the treatment of children seen in family therapy. In order to treat young children, it is necessary for the psychologist to function as assessor, therapist, and network consultant. An understanding of how to proceed with a variety of childhood disorders will be covered. Consultations with schools and mental health agencies will also be examined. This course should serve as a foundational review of child development; systems effect on development and behavior and specifically family-based treatment for children. Students may be required to offer a workshop to a local agency. The creation of clinical cases, including therapy and supervision will occur in this class. Page 233
This course is where students evolve into theorists. It is crucial in psychotherapy to determine the intersection of established clinical theory, and what each student practices in the field. This course will examine specific evidence-based practices, particularly in regard to couples therapy. Students will practice conceptualization and application of a model of their choice utilizing the Creating Family Protocol to engage in practice. Finally, the course will address specialization in couples and family therapy and supervising others in the practice of family therapy.
This course assumes a working knowledge of the Rorschach (Comprehensive System), MMPI-2, MMPI-3, and MMPI-A, and will cover advanced topics in interpreting and integrating these tests and other tests of personality, including the Millon inventories, Personality Assessment Inventory (PAI), and NEO-PI-R/3. Students will also be trained in the use of the Rorschach Performance Assessment System (R-PAS).
Focuses on the assessment of neurodiversity across the lifespan, including autism, intellectual disability, and other low-incidence disorders. Building on previous courses, relevant cognitive, academic achievement, adaptive behavior, and rating scales will be examined. Students will be exposed to current research, models, and the need for the consideration of culture and other identity factors in the assessment of neurodiversity.
The purpose of this course is to provide students with beginning knowledge and skills in neuropsychological assessment. Brain-behavior relationships and neuropathology will be reviewed. Key components of the neuropsychological evaluation process will be demonstrated and discussed. Neurocognitive domains typically assessed and common evaluation procedures for each domain will be reviewed. The integration of neuropsychological test data with background information (e.g. educational, developmental), medical history, client characteristics (e.g. personality), and socio-cultural factors will be emphasized. Neuropsychological assessment of common neurological conditions across the lifespan will be reviewed. Finally, the use of neuropsychological assessment data to assist in treatment and disposition planning will be discussed.
Students will teach graduate or undergraduate courses under the mentorship of a faculty member. This course cannot be used to meet credit requirements for the Psy.D. degree and may be taken only with written approval from the Chair.
This three-term course is designed to provide supervised Assessment Practicum. Students are expected to spend at least 15 hours per week at an assessment practicum site and to attend class weekly. The purpose of the class is to ensure that the practicum experience is meeting the stated goals and objectives and to focus on case presentations to provide a broader experience amongst the cohort.
Continuation of PSYG 901. This three-term course is designed to provide supervised Assessment Practicum. Students are expected to spend at least 15 hours at an assessment practicum site and to Page 234
Continuation of PSYG 903. This three-term course is designed to provide supervised Assessment Practicum. Students are expected to spend at least 15 hours at an assessment practicum site and to attend class weekly. The purpose of the class is to ensure that the practicum experience is meeting the stated goals and objectives and to focus on case presentations to provide a broader experience amongst the cohort. Prerequisite: PSYG 903
This three-term field placement is designed to provide supervised clinical Practicum. A wide variety of clinical sites are available to allow the student a choice of the clinical population to be served. In addition to working approximately 15-20 hours per week at the field site, students are required to attend a weekly seminar on campus. We will focus on case conceptualization and formal case presentation with an emphasis on the provision of ethical, multiculturally competent mental health services to diverse clients in a variety of settings.
This three-term field placement is designed to provide supervised clinical Practicum. A wide variety of clinical sites are available to allow the student a choice of the clinical population to be served. In addition to working a minimum of 15 hours per week at the field site, students are required to attend a weekly seminar on campus. We will focus on case conceptualization and formal case presentation with an emphasis on the provision of ethical, multiculturally competent mental health services to diverse clients in a variety of settings. Prerequisite: PSYG 905
This two-term field placement course is an elective for students who wish to complete additional clinical or assessment practicum experience in Year V. The aim of the practicum is to help students gain additional supervised experience in preparation for internship, either refining their assessment and report writing skills (minimum of twelve hours per week at the site), or developing more advanced clinical competencies (minimum of twelve hours per week at the site). The year V Practicum also provides students with the opportunity to engage in training opportunities they might not have received in prior practicum experiences, such as supervising less advanced students and working with different diagnoses and populations. Students are expected to participate in a weekly practicum class on campus, the purpose of which is to ensure that the practicum experience is meeting the stated aims and competencies established in the Assessment and Clinical Practicum Manual. Weekly classes will focus on clinical and/or assessment discussions, case conceptualization, and case presentations, with an Page 235
PSYG 918Dissertation Advising – continuation each term2
Students continue the dissertation project under the guidance of the Dissertation Chair, in collaboration with Committee Members. Students must register for PSYG 918 each semester until the dissertation has been completed and defended.
